Transcript Student Growth Goals

Student Growth Goals
Professional Learning
Jenny Ray, PGES Consultant (KDE)
1
Sources of Evidence
Self-Reflection
Professional Growth
Teacher Professional Growth
and Effectiveness System
Observation
PeerObservation
Observation
Peer
Student Voice
All measures are
supported through evidence.
2
Student Growth
Kentucky Department of Education
Professional Growth and Effectiveness System
Hand
Out
1
SGG Basics…
Specific, Measureable, Appropriate, Realistic,
Time-Bound
• SMART goal
• Proficiency component & Growth component
All of my students
will grow at least
___% of students will reach the
level of proficiency as
determined by…
_____.
• One classroom of students, one content area
3rd Grade math students
1st period 7th grade language arts students
6th period high school concert band students
3
Kentucky Department of Education
Professional Growth and Effectiveness System
SGG Process
1. Identify Enduring Learning (by standards) and appropriate
assessment processes/plans
2. Establish a baseline.
3. Determine an appropriate SGG (growth and proficiency)
4. Monitor progress; Adjust teaching strategies
5. Use District-Determined rules to rate overall Student Growth
as Low, Expected, High
4
Jenny Ray, PGES Consultant (KDE)
Kentucky Department of Education
Professional Growth and Effectiveness System
Practice the Process:
Is this goal ‘good enough’?
Using the 8 standards for mathematical practice, all of
my 3rd grade math students will develop their ability to
understand multiplication and division conceptually
over the course of the school year. All students will
grow at least one level on the 3rd grade critical area
standards mastery rubric and 80% of students will
reach proficiency (level 4 on the rubric).
5
Jenny Ray, PGES Consultant (KDE)
Kentucky Department of Education
Professional Growth and Effectiveness System
Practice the Process:
Is this goal ‘good enough’?
Using the 8 standards for mathematical practice, all of
my 3rd grade math students will develop their ability to
understand multiplication and division conceptually
over the course of the school year. All students will
grow at least one level on the 3rd grade critical area
standards mastery rubric and 80% of students will
reach proficiency (level 4 on the rubric).
6
Jenny Ray, PGES Consultant (KDE)
Kentucky Department of Education
Professional Growth and Effectiveness System
Practice the Process:
Is this goal ‘good enough’?
Using the 8 standards for mathematical practice, all of
my 3rd grade math students will develop their ability to
understand multiplication and division conceptually
over the course of the school year. All students will
grow at least one level on the 3rd grade critical area
standards mastery rubric and 80% of students will
reach proficiency (level 4 on the rubric).
7
Jenny Ray, PGES Consultant (KDE)
Kentucky Department of Education
Professional Growth and Effectiveness System
Practice the Process:
Is this goal ‘good enough’?
Using the 8 standards for mathematical practice, all of
my 3rd grade math students will develop their ability to
understand multiplication and division conceptually
over the course of the school year. All students will
grow at least one level on the 3rd grade critical area
standards mastery rubric and 80% of students will
reach proficiency (level 4 on the rubric).
8
Jenny Ray, PGES Consultant (KDE)
One Sample Process…
3rd Grade Teachers’ SGG Story
9
Jenny Ray, PGES Consultant (KDE)
10
Jenny Ray, PGES Consultant (KDE)
Identifying an Enduring
Understanding
A deeper look into the standards
11
Jenny Ray, PGES Consultant (KDE)
12
Jenny Ray, PGES Consultant (KDE)
13
Jenny Ray, PGES Consultant (KDE)
14
Jenny Ray, PGES Consultant (KDE)
At the beginning of the year…
15
Jenny Ray, PGES Consultant (KDE)
Rubric Development
A Pathway from where students are to where they need to be.
16
Jenny Ray, PGES Consultant (KDE)
Rubric Development
and Baseline Data Analysis
20
Jenny Ray, PGES Consultant (KDE)
21
Jenny Ray, PGES Consultant (KDE)
22
Jenny Ray, PGES Consultant (KDE)
Your Task: Creating Growth
& Proficiency Components
• With a partner, consider the baseline
student data on the rubric to determine
appropriate growth and proficiency
components for a student growth goal
• Example: All students will be expected
to grow ___, and
• ___% will reach proficiency or beyond.
23
Jenny Ray, PGES Consultant (KDE)
Fast-Forward:
End-of-Year Data
24
Jenny Ray, PGES Consultant (KDE)
Kentucky Department of Education
Professional Growth and Effectiveness System
Hand
Out
3
Connections to CEP
Sample District-Determined Rules
DISTRICT
CEP
25
Jenny Ray, PGES Consultant (KDE)
Kentucky Department of Education
Professional Growth and Effectiveness System
Hand
Out
3
Connections to CEP
Sample District-Determined Rules
HIGH
DISTRICT
CEP
26
Jenny Ray, PGES Consultant (KDE)
Kentucky Department of Education
Professional Growth and Effectiveness System
Practice the Process:
Hand
Out
3
Determining Low, Expected, High Growth
Rating
Your Task: Use the Revised SGG, the sample
district decision rules and district-designed
matrix to make a determination for this
teacher’s overall growth rating.
(Reminder: These samples may or may not represent
your district’s decision rules. The sample is designed
to allow for an experience to apply data to a set of
rules to determine an overall rating.)
27
DISTRICT
CEP
Jenny Ray, PGES Consultant (KDE)
Kentucky Department of Education
Professional Growth and Effectiveness System
Practice the Process
Hand
Out
3
• Teacher’s Revised Growth Component of SGG:
– Target: 100% of students grow at least 2 levels
– Actual: 86% of students grew 2 or more levels
– District Rule:
28
Jenny Ray, PGES Consultant (KDE)
Kentucky Department of Education
Professional Growth and Effectiveness System
Practice the Process
Hand
Out
3
• Teacher’s Revised Proficiency Component:
– Target: 70% of students reach level 4 (or 5)
– Actual: 54% of students reached level 4 (or 5)
– District Rule:
29
Jenny Ray, PGES Consultant (KDE)
Kentucky Department of Education
Professional Growth and Effectiveness System
Practice the Process
Determining Overall SG Rating
Hand
Out
3
HIGH
DISTRI
CT
CEP
30
Jenny Ray, PGES Consultant (KDE)
Developing a Pathway to
Proficiency
• 1. Determine the content standards that will inform
progress toward the enduring learning.
• 2. Determine the progression of standards.
• 3. Determine proficiency for the enduring learning.
• 4. Choose assessment tasks from standards-based
websites such as
•
•
•
•
IllustrativeMathematics
Achieve the Core
Map.mathshell.org
Ky’s formative assessment lessons for elem grades on
Jennyray.net
31
Jenny Ray, PGES Consultant (KDE)
Other Resources
• Assessment sites listed and critical areas
• Sample progressions of standards for Grade 3
Fractions, Grade 8 Critical Area 1, Algebra 2
32
Jenny Ray, PGES Consultant (KDE)
Kentucky Department of Education
Professional Growth and Effectiveness System
Connections to Your Practice
• Reflections on what processes already in place
• Program Reviews Assessment Piece
• Kentucky Framework for Teaching
1A: Demonstrating Knowledge of Content and Pedagogy;
1C: Selecting Instructional Outcomes;
1F: Designing Student Assessments;
2B: Establishing a Culture for Learning;
3D: Using Assessment in Instruction;
4B: Maintaining Accurate Records
33
Jenny Ray, PGES Consultant (KDE)
Connections to Your Work…
• What processes/procedures are
already in place…
• Screener data for your
content/grade level
• Assessments aligned to standards
• Rubric development
• Collaborative teams—grade level
and vertical
34
Jenny Ray, PGES Consultant (KDE)
What Questions do you
have?
(So far.)
35
Jenny Ray, PGES Consultant (KDE)